Read Aloud Lesson Plan
Book: Sarah’s
Story
By: Bill Harley
Teaching/Learning Process
Sell the Story
-Look at cover,
and ask “Who do you think is Sarah? One of the ants? Why do you think the ants are celebrating? What do ants do all
day?
Vocabulary
Vocabulary I might
focus on are: squeezed, twisted, swarming, ridiculous, burbling and the phrase “sucked in her breath as hard as she
could”
Comprehension
No paraphrasing will
be done
Think-alouds I will
focus on is picture cues. Make predictions as well in the beginning.
Supplemental
Activities
Students will then
practice retelling the story or summarizing with writing and draw a picture.
Students can also look
into informational books about ants and bees.
Accommodations
Students on a higher
level will be able to create their own story and tell a friend or write their story.
Assessment/Evaluation
-teacher observations
-participation with
vocabulary and questions asked
03-12-08-Third Grade
Guided
Reading Lesson Plan
Goal(s) Student will gain sense of synonyms, exclamation marks
and words to describe five senses.
Objectives Students will have
to make a connection to the story and be able to comprehend what they read in the story. The student will also have to predict
the story using the pictures.
For Third Grade
Teaching/Learning Process
I: Introduction
I will introduce the story “The Up Down Boy” by asking them about
what they see on the cover and making a prediction about what will happen in the story. I will then do a book walk through
the story to introduce vocabulary and the five senses.
II: Teaching/Learning Activities
I will have the students read individually, after certain pages I might ask
them certain questions to see if they are comprehending.
Also remind them as they are reading to make a sound or something every time
there is an exclamation mark.
We will then go over certain words in the book and think of synonyms or other
words we could use to replace the word.
III: Closure- Wrap Up
I will have the student go through the book and by the pictures, predict what
is going on in the story.
I will also have the students write about what it would be like to walk on
your hands for a whole day.
Accommodations
For an ESL student I might spend more one on one time with the student to help
them with vocabulary and meaning of the story.
IV: Assessment/Evaluation
I will assess the students by observing the small group I have, see who answers
my questions and who doesn’t.
